BATvoiceover2013.pptx
by rrguffey, 4 years ago

An overview of the Benchmark of Advanced Tiers: Self-Assessment

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  • Benchmark of Advanced Tiers
  • BAT
  • Presented by:
  • Taryn Gaskill, PBIS Facilitator
  • Ryan Guffey, PBIS Facilitator
  • Power Point adapted from Benchmark of Advanced Tiers BAT. Power Point presentation by Mary Ellen O’Hare, PBIS Facilitator. May, 2010
  • Welcome to the Benchmark of Advanced Tiers Self-Assessment developed and presented by Taryn Gaskill and Ryan Guffey
  • Outcomes
  • To know and understand the purpose of the self-assessment
  • To complete the self-assessment
  • To be prepared to share BAT results with team to action plan for the 2013-2014 school year
  • By the end of this presentation you will know the Tier 2/3 evaluation and be able to complete assessment on-line in order to share results with your team, staff, and action plan for next year. Today we will walk you through the big ideas of the BAT and provide you with next steps in order to complete and share.
  • Special School District SW-PBIS Evaluation Plan: 2011-2012
  • Today we are exploring the use of the BAT as you assess your scaling up efforts as part of our year long evaluation process.
  • Where are you in implementation process?
  • Adapted from Fixsen & Blase, 2005
  • As you evaluate your scaling up efforts keep in my mind this visual of the Science of Implementation as you reflect on your current state of implementation at all 3 Tiers. For some this information may be baseline data as you explore scaling up efforts for next year. For others this may be a chance to monitor your initial work you implemented this year.
  • Benchmarks of advanced tiers (BAT)
  • Lets talk about what the BAT really entails.
  • Purpose
  • Benchmarks for Advanced Tiers (BAT) allows school teams to:
  • Self-assess Tier 2 and Tier 3 implementation within the school
  • Designed to answer three questions
  • Are foundational elements in place for implementing Tier 2 and Tier 3?
  • Is a Tier 2 support system in place?
  • Is a Tier 3 support system in place?
  • BAT can be used to build an action plan for the next steps in the implementation process
  • BAT scores can be compared and tracked on a year-to-year basis
  • The main purpose of the BAT is that it allows school teams the opportunity to self-assess their systems and practices as they relate to Tier 2 and Tier 3. You will be able to analyze areas of strength and improvement which will be important as you use this information for future action planning.
  • Procedures to Complete the BAT
  • Completed by Tier 2 & Tier 3 team involved in behavior support
  • Reflects the consensus (majority) of team members present
  • Can be completed by team as a group or by each member individually
  • For items completed individually on which there is disagreement, team discusses and comes to consensus on score
  • If no team for Tier 2 or Tier 3 in school, individuals with most knowledge of Tier 2/3 involvement should complete the BAT
  • The completion of the BAT is a TEAM process that utilizes everyone’s voice to come to consensus for one reflective score. The team will enter only 1 BAT assessment based on team consensus. Team members that need to be present in order to submit on-line are principal, a behavioral expert in your building, Tier 2/3 system team leader if applicable and Tier 1 team coach.
  • Sections of BAT
  • Tier I:
  • A = Implementation of SW-PBIS
  • Tier 2 & 3 Foundations
  • B = Commitment
  • C = Student Identification
  • D = Monitoring and Evaluation
  • The next 3 slides provide the breakdown of the sections which address all 3 Tiers of the BAT.
  • Tier 2: Targeted Interventions
  • E = Tier 2: Support Systems
  • F = Main Tier 2 Strategy Implementation
  • G = Main Tier 2: Strategy Monitoring and Evaluation
  • Additional Tier 2 Strategy Implementation
  • Additional Tier 2: Strategy Monitoring and Evaluation
  • Tier 3
  • H = Tier 3: Intensive Support Systems
  • I = Tier 3: Assessment and Plan Development
  • J = Tier 3: Monitoring and Evaluation
  • Scoring Items With Rubric
  • Before we get started you will need the following materials:
  • BAT Scoring Guide (prior email, pbis location)
  • Computer
  • School On-Line Access Information (school code, email, etc)
  • It may be benificial to have a scoring guide per person
  • As you complete the self-assessment today we would like to encourage you to reflect on your current state of implementation as it relates to the correlating information under a 2, 1, or 0 on the scoring guide. A Big Idea throughout this self-assessment process is Documentation. Can your team provide tangible evidence (ie products) of the given criteria? Documented processes support a schools ability to sustain and maintain any system and practice over time. During the course of this presentation we encourage you to take time after each section to self-score using the paper scoring guide which you will later use to submit your on-line scores.
  • Foundations - A
  • These 3 questions are around universal implementation. Big Idea: #1 we do not use the PIC assessment and the State of Missouri has not asked that teams complete the TIC formally. If the SET is apart of you evaluation this year please provide your best prediction of your overall score you think you’ll receive in May. If the BOQ is apart of your evaluation this year then please use that score. Take a minute to rate yourself.
  • Foundations - B
  • Decision Rules
  • The next 3 slides are Sections B, C, and D: These sections cover foundations which are the building blocks of effective Tier 2/3 systems and practices. We will address these 3 slides before scoring.
  • Section B Focuses on Commitment
  • 2 Big Ideas to pay attention to: One that school teams have recipricoal communication system between Tier and Tier 2/3. Secondly, there are systematic decision rules in place (ie intervention guidelines) that school teams develop and use to determine access to Tier 2/3 inteventions
  • Foundations - C
  • Section C Focuses on Student Identification
  • School teams have a documented process for:
  • student identification which uses multiple data sources (ie Screening, Attendance, Grades, etc) to determine entry into various interventions.
  • Foundations - D
  • Not DPRs
  • Section D’s Main Point:
  • Teams have a system to communicate with teachers and families on a student’s overall progress weekly. Example: Weekly chart associated with CICO or A note sharing student’s strenghts and areas of improvement in regards to social skills Non-example for this section: would be a daily progress sheet to be signed and returned
  • Now take time to complete sections B-D
  • Tier 2 – E
  • Now we are moving into Tier 2
  • Main Points of Tier 2 Systems
  • There is a trained team that develops systems and monitors data around the implementation of Tier 2 practices and shares that information with administration frequently.
  • Take a moment to score Section E before moving on
  • Shift in Focus……..
  • Items 18-31 focus on the school’s “Main” Tier 2 intervention
  • Defining Tier 2 interventions
  • Identifying the “main” Tier 2 intervention
  • For the next two sections you need to identify one current main Tier 2 intervention that you will self-assess.
  • Tier 2 - F
  • In the Blank provided please write down your main intervention you’ll be assessing. We will explain F and G then provide time to score.
  • The main Tier 2 intervention should align with school wide expectations and represent the needs of a similar group of students (ie CICO has the same daily progress report for all students participating in intervention)
  • Tier 2 – F cont.
  • Practice for generalization
  • DPRs meet criteria
  • The intervention has documented procedures, communication and systems that is shared/taught to staff, students, and families.
  • Tier 2 - G
  • Reminder – still on the same intervention – most common Tier 2.
  • Section G assess whether or not your intervention has documented data decision rule that are used to determine students access to intervention, monitoring students response to intervention, and when to adjust or exit intervention.
  • Please take time to score F and G
  • Tier 3 - H
  • The last 3 sections are about Tier 3 the top of the Triangle.
  • Big Ideas:
  • There are trained staff members who are able to develop and monitor documented Tier 3 supports.
  • Tier 3 – H cont.
  • The team ensures that there is administration and family participation throughout the process.
  • Tier 3 – H cont.
  • Now take a moment to score section H
  • Tier 3 - I
  • The next two sections are I and J which look at the Tier 3 practice of Functional Assessments and Behavioral Intervention Plans. You will have time to score after section J
  • We would like to suggest using a current FABIP to assess the components outlined in section I.
  • Tier 3 – I cont.
  • The following questions look at the behavioral intervention plans that were derived from a functional assessment.
  • Tier 3 – J
  • (FABIP and Wrap)
  • There is a documented process to monitor and gather data. Now take time to score sections I and J
  • Next Steps
  • Enter self-assessment scores on-line
  • Go To www.pbisassessement.org
  • Access and review current reports for action planning
  • This now concludes the BAT Self-Assessment. Please go to the link on the slide to record your schools scores. As you will notice the assessment site has changed if you encounter concerns please contact your evaluation coordinator or the sites on-line supports.
  • Cue Use
  • Plan time for Tier 2/3 team to meet and develop action plan goals for the school’s 2013-2014 PBIS action plan
  • Please make sure to contact your evaluation coordinator when the BAT is completed
  • Communicate the plan with the Tier 1 Team
  • Communicate the plan with staff
  • When scores are entered on-line please a make sure to contact your evaluation coordinator.
  • Thank you!
  • We appreciate you taking the time to view this presentation and would also like to provide the opportunity for feedback. Please click here to answer a few questions.
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